From: Gatis Dilans <gatis.dilansgmail.com>
Subject: Oral Corrective Feedback and L2 Vocabulary Development: Prompts and recasts in the adult ESL classroom
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Institution: University of Texas at San Antonio
Program: Culture, Literacy and Language
Dissertation Status: Completed
Degree Date: 2010
Author: Gatis Dilans
Dissertation Title: Oral Corrective Feedback and L2 Vocabulary Development: Prompts and recasts in the adult ESL classroom
Subject Language(s): English (eng)
This dissertation study investigated the effects of oral corrective
feedback in the form of prompts and recasts (Ammar, 2008; Ammar &
Spada, 2006; Lyster, 2004; Lyster & Izquerdo, 2009) on second
language (L2) vocabulary development (de la Fuente, 2002; Ellis & He,
1999; Ellis, Tanaka, & Yamazaki, 1994). A population of intermediate
adult learners of English as a second language (ESL) in a community
college located in the US Southwest was used.
The quasi-experimental study used pretest-posttest-delayed posttest
design. The participants (n = 23) were conviniently selected and
designated to three groups: prompts, recasts, and control. The
treatment consisted of a four-step vocabulary activity during which
prompts, recasts or no feedback was provided, respectively. The
treatment outcomes were tested in terms of measures based on an
adaptation of a three-dimensional second language vocabulary
development model (Henriksen, 1999, 2008) and in-group proficiency.
Data includes treatment session transcriptions, a revised and combined
2000/University Word Level Test (Beglar & Hunt, 1999), pretest,
posttest, delayed posttest, and longer-delayed posttest, plus a
background questionnaire. Repeated Measures Analysis of Variance
(RM ANOVA), Repeated Measures Multivariate Analysis of Variance
(RM MANOVA), correlations, plus pair-samples t-tests and multiple and
linear regressions were conducted to analyze the results.
The findings appear to indicate that prompts were equally beneficial in
short term and slightly more advantageous in a longer term than
recasts in facilitating L2 vocabulary development for community college
adult ESL learners. However, from both corrective feedback (CF)
groups, only the prompts group demonstrated significant increases on
all three dimensions of L2 vocabulary development as they were
operationalized for this study.
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